Abstract
Several studies have examined performance on the Wechsler batteries in typically developing children and adolescents. In particular, some studies suggest that cognitive functioning may differ between males and females. In this framework, the present study aims to investigate, through a meta-analytical approach, whether there are sex differences in the profiles emerging from the WISC battery in children with a Specific Learning Disability. For this purpose, a systematic search was conducted, resulting in a final selection of 12 published studies which utilized the WISC and included at least one group of SLD children of similar ages. Scores obtained in each scale and subtest of the battery were then examined according to the CHC/WISC-V classification. A series of mixed-effects models were fitted to meta-analyze the data. The results highlight some differences favoring males, and others advantaging females. On the one hand, males exhibited higher performances in crystallized intelligence, visual processing, and quantitative knowledge. On the other hand, females showed better performance in short-term memory and processing speed. Nevertheless, no differences in fluid reasoning emerged, which probably did not prompt differences in overall intellectual functioning. From a practical and implications point of view, understanding sex-specific differences seems to be of pivotal importance, since it might trigger the development of ad hoc intervention programs in the clinical and educational context.